Training

Systematic development process whereby people acquire

knowledge, Skills and attitudes for the achievement of organizational goals or enhancement of the performance of the employees.

The Context of Training

Training make organizations more competitive Training helps retain valuable employees Motivating Improving Employee performance Preparing for promotion & succession

HRD: Traning:Activities to teach employees how to

better perform their present job. Development: Involves those activities that prepare an employee for future responsibilities.

TRAINING refers to a planned effort by an

organization to facilitate employees in acquiring skill, attitude and behavior that are critical for successful performance on the job. On acquiring the knowledge and skills, the employees are expected to apply them to day-today activities without which the relevance of training would be lost .

A SYSTEMATIC TRAINING & DEVELOPMENT MODEL

ASSESMENT
Identify Training Needs Organizational Variables Task Variables Person Variables Establish Training Objectives Select & Design Programs

ACTIVITY

EVALUATION

Develop Evaluation Criteria Reaction Learning Behavior Results

Conduct Program

Evaluate outcomes against criteria

 Assessment Phase: Translation of training needs into

training objectives and gives direction purpose of training. Need assessment: Is a systematic analysis of the specific training activities the organization requires to achieve its objectives. Organizational Variables;(In what context will training occur)Organizational culture, organizational external environment, Hr objectives ,Hr planning. Person variables: (Who needs to be trained and why) Job specification, Performance Appraisal Observation by supervisor, Feedback Task variable: (What needs to be taught) Job analysis and Job description.

 Five methods to gather need assessment. Interviewing the employees Questionnaires Observation Focus group Documentation/ Records. InterviewQs
1. What problems is the employee having in his/her job?
2.What additional skills and/knowledge does the

employee need to better perform the job? 3. What training does the employee believe is needed.?

 Qs. Developing a list of skills required to perform a

particular tasks and asking the employees. Attitude survey. Observer: Trained Observer/ job analyst and develop training needs. Focus: Composed of employees from various departments and various levels within the organization. Qs1. What skills/ knowledge will our employees need for our organization to stay competitive over the next five years Qs2 What problem does our organization have that can be solved through training? Documentaton:Absenteeism; turnover; accident rates performance appraisal..

Training Objectives
State what will result for the organization, department

or individual when the training is completed. Instructional objectives: What principles , facts , concepts are to be learned, who and when to be taught in the training program. Organizational & departmental objectives: What impact will the training have on the organizational and departmental outcome; absenteeism, turnover, produt. Individual performance & Growth objectives: What impact will the traning have on the behavioral and attitudinal outcome of the individual traniee and personal growth of the traniee

 Activity phase: How to Achieve.

Location: on the job vs off-the job

Timing: Spaced, massed and session Presenter: external vs internal Delivering Off- the-job: Classroom activities

Delivering Off- the-job:

Classroom activities: Effective means of imparting

knowledge to large groups with limited or no knowledge.

designed to reproduce a real-world situation in a risk-controlled learning environment. VESTIBULE TRAINING: Training that takes place away from the production area on equipment that closely resembles the actual equipment used on the job. ROLE-PLAYS: Training activities in which participants assume the roles of specific people in situations (such as the role of interviewer and job applicant), act out the event and then review the implications of their behavior.
SIMULATION: A Training Device

 IN-BASKET EXERCISES: A simulation in which

the participant is asked to establish priorities for handling a number of business papers, such as memos, reports and telephone messages, that would typically cross a managers desk. ADVENTURE TRAINING: Presents managers with physical & mental challenges.The aim is to promote self-awareness, confidence & teamwork.

On-the-job Traning(OJT)
Traning that shows the employee how to perform

the job and allow to do it under the trainer's supervision. JOB ROTATION/ cross traning : Increases task variety by moving employees from one task to another for specified time period . COACHING: On-the-job approach to management development in which the manager is given as opportunity to teach on a one-to-one basis.

 MENTORING: A developmentally oriented relationship

between senior & junior colleagues or peers that involves advising, role- modeling, sharing contacts & giving general support. BEHAVIOR MODELING: A process of learning from other peoples experience by simulating (copying) their behavior. ACTION LEARNING: Based on learning by experience. Uses real problems from the work situation for trainees to solve. COMPETENCY-BASED TRAINING: Skill approach to employee development. Focus is on performing to specific tasks to a pre-determined standard.
Apprenticeship Traning: Giving instruction, both on

and off the job in the practical and theoretical aspects of the work required in a highly skilled occupation. Airplane mechanic, Automotive mechanic, Technician

Steps for effective on the job training

Preparation of the trainee for learning the job:

Showing interest, explaining the importance etc. Breakdown of work into components and identification of key points: Presentation of the operation and knowledge Told and demonstrate , explained. Performance tryout: Perform the job under the guidance Follow up

Traning Evaluation: Kirkpatrick model

1. Reaction: How much did the trainees like the

program? Pleased /? 2. Learning: What principles ., facts, concepts were learned in the program? Behavior: Did the job behavior of the trainees change because of the program? Results: What were the results of the program in terms of factors such as reduced cost ; Reduction in turnover?

TRAINING TECHNOLOGIES
PROGRAMMED INSTRUCTION COMPUTER-BASED TRAINING MULTIMEDIA TRAINING

Structure of Training program STRUCTURE RATIO OF CLASSROOM/

STURED TRAINING TO ON-THE-JOB
Private Organization
Induction Structured Classroom training (6 weeks for GETs and 15 days for DETs) 1.5 month-Site and field visits On-the-job training at corporate as well as site offices. The trainees are directly placed at sites At sites after 1 day induction the trainees are put on on-the-job training In-between various classroom sessions are organized as per the requirements of the trainees and the recommendations of the Project Managers 6 months training at corporate office which is comprised of induction, classroom training as well as on-the-job training 6 months training at various sites. This is completely on-the-job training. Induction 1 month classroom training 3 month on-site training Followed by on-the-job training at corporate office as well as at sites.4 months structured classroom training Followed by 6 months on-the-job training at sites 2 months advance training. This advance training is a combination of both classroom as well as on-the-job training.
20:80 10:90

Private Organisation

20:80 40:60

RATIO OF TECHNICAL TRAINING TO BEHAVIORAL TRAINING

Private Organisation 80:20 /70:30 Public Organisation 80:20

CONSTITUENTS OF BEHAVIORAL TRAINING

Soft skills Presentation skills Self-awareness Positive attitude Team building

Time management
Stress management Leadership Skills,

Communication and Negotiation Skills.

Conflict Management, etc.

SOURCE OF TRAINERS
Private Organization In-house experts Experts from National Hydro Power Corporation, National Thermal Power Corporation, Central Board of Power and Irrigation Faculties from IIT-Delhi, IIT-Rourkee, Amity University In-house experts Faculties from IIMs, NIS Academy, Xavier Labor Relation Institute in India(XLRI),Tata Institute of Social Sciences-Mumbai, Institute of Cost and Works Accountants of India (ICWAI In-house experts Faculties from IIT-Delhi, IIT-Kanpur, Jamia Milia Is lamia Public Organisation In- house experts Faculties from IIT- Delhi, IIM- Indore, Jamia Milia Is lamia, Birla Instituto of Technology and Science(BITS)- Pilani, International Management InstituteDelhi In-house experts Faculties from National Institutes of Technology (NITs) and National School of Drama.

 The organizations majorly source their trainers

from the in-house pool of experts available with them. Though for certain technical and behavioral programs, faculties from various educational institutions and experts from the corporate are also invited. Some majorly source its trainers from its in-house expertise as well as experts from various government organizations. Not much of the trainers are sourced from educational institutions

 Train the Trainer program . Train the trainer is a popular program the world

over, the learning objective of which is to help the people selected as trainers to acquire training and facilitation skills. This program does not teach technical skills to behavioral/ soft skill trainers. Technical skills training for trainers selected from non-line background have to be customized, based on the industry requirement, trainer job role and previous background of the selected trainer. For example, the Indian Society for Training and Development, New Delhi and the Institute of HRD, Bangalore are known for their expertise in this area.

EVALUATION OF TRAINEES Private Organization Fortnightly written tests during classroom training Quarterly performance review meetings Mid- term evaluation interview Technical presentation and final interview at the end of the training

Public Organization Two half-yearly evaluation reviews Trainers performance appraisal forms filled at regular intervals during classroom as well as on-the-job training After completion of every training module evaluation is done through: Written tests Group Discussions Presentations Case study analysis Mid-term evaluation interview Final presentation Evaluation of trainees can be made more effective at EIPL with the help of monthly exercises in form of: Written assignments Individual and Group Projects Case study analysis Presentations, etc.

 Interviews conducted by the panel consisting of

Project Manager, Business Unit Head and one HR personnel at the regular intervals of 3 months. Evaluation is done after the completion of 3 months, 6 months and one year of the training program with the help of: Written tests Individual and Group Projects Structured exercises and case studies Group Discussions

FEEDBACK MECHANISM USED TO GET THE FEDBACK OF THE TRAINEES REGARDING THE TRAINING SESSION AND THE WHOLE TRAINING PROGRAM Private Organization Pre-designed questionnaire Summary evaluation report comprised of: Achievements of training objectives Quality of time spent Overall satisfaction of the training Effectiveness of each session Public Organization Pre-designed questionnaire Confirmation/ Absorption

EVALUATION OF TRAINEES Private Organization Based on the performance of the trainees in the evaluation process, their progress reports, their aptitude, attitude, interests and preferences and the requirements of the organization. Based on report given by Project Manager, Business Unit Head and HR and interests and performance of the trainees during the training program Based on the areas of interest and performance of the trainees Public Organization Based on the absorption interview conducted at the end of training period. The performance and conduct of the trainees during the training program is also considered but the main criteria is the absorption interview, Absorption is sure provided the trainee completes the training.

EVALUATION OF TRAINERS Private Organisation Based on the feedback form filled by the trainees Based on the feedback form filled by the trainees Informal feedback provided by the trainees and the training coordinator Public Organisation Based on the feedback form filled by the trainees and the training diary which the trainers submit to the training department at regular intervals Based on Informal discussions from the trainees

FEEDBACK MECHANISM USED TO GET THE FEEDBACK OF TRAINERS REGARDING THE OVERALL COMPETENCIES OF THE TRAINEES

Private Organisation No such mechanism is present A formal feedback through formal discussions is taken from the trainers regarding the composition, competency levels, academic excellence, ability to apply theoretical knowledge to the practical work situation, etc. is taken. Public Organisation No such mechanism is present

MEASURES TO RETAIN TRAINEES AFTER THE COMPLETION OF THEIR TRAINING PROGRAM

Private Organisation Service bonds of four years Service bonds of three years No service bonds Public Organisation No service bonds

TRAINEE MENTORING
Private Organisation Not present Public Organisation Implemented in full spirit with the trainee-mentor ratio of 3:1.

TRAINING VALIDITY
Lack of awareness of HR policies and Training Guidelines among

the trainees- This issue was raised by majority of the former/ present trainees that they are/ were unaware of the HR policies as well as training procedures of the organization. This resulted in lack of proper understanding about the culture and procedures followed by the organization. Ambiguity of roles and responsibilities- the trainees are ambiguous about their roles and responsibilities in the organization during and after their training period. They lack a clear vision of their career paths in the organization. No feedback provided to the trainees regarding their performance and progress- The trainees are not provided systematic and timely feedback about their performance, progress and evaluations during the training period which negates the possibility of timely action for improvement in the areas of serious concern. Lack of proper guidance during OJT- the trainees feel that during OJTs more emphasis is laid on the work being done and concept of mentoring and guidance from the seniors loses its significance at times. It is agreed that this is caused due

 Lack of proper guidance during OJT- the trainees feel that

during OJTs more emphasis is laid on the work being done and concept of mentoring and guidance from the seniors loses its significance at times. It is agreed that this is caused due to pressure of work at the sites but this is a sensitive issue as far as training the fresh engineers is concerned. Disillusionment towards the feedback system- The trainees opine that their feedback regarding various aspects of training is merely a formal procedure and their feedback and suggestions is not used for the further improvement of the training program. Inadequacy of site exposures- it is being pointed out by majority of interviewees that there is a lack of site and field visits as far as people placed at the corporate office are concerned. They feel the need of regular site visits to be able to carry out their work more efficiently at the corporate office.

 Training as a Revenue Source

Marketing training with or alongside products

can contribute significantly to a firms revenues

Integration of Job Performance, Training, and

Learning
Training is moving closer to the job to achieve

real learning. Training is using more real-world problems to increase employee learning

Performance Consulting

Figure 91

Establishing Training Objectives

Gap Analysis
The distance between where an organization is

with its employee capabilities and where it needs to be.

Areas of Training Objectives

Company Policies & Procedure

Knowledge: Impart cognitive information and

details to trainees. Skill: Develop behavior changes in how job and tasks are performed.

 Attitude :Create interest and awareness of the

training importance. Human relation Training Problem solving

Learning: The Focus of Training

Learner Readiness
Ability to learn Learners must possess basic skills
Motivation to learn Learners must desire and value training

Self-efficacy Learners must believe that they can successfully learn the training content

Learning Practices
Active Practice
The performance of job-related tasks and duties

by trainees during training

Spaced Practice
Several practice sessions spaced over a period

of hours or days
Massed practice
Performance of all the practice at once.

Learning: Behaviors
Behavior Modeling
Copying someone elses behavior by observing how

another person deals with a problem.

Reinforcement
Law of effect states that people tend to repeat

behaviors that are rewarded and avoid behaviors that are punished.
Immediate Confirmation
Reinforcement and feedback are most effective

when given as soon as possible after training.

Learning: Types of Training

Required and Regular Training Job/Technical Training

Types of Training
Developmental and Innovative Training Interpersonal and Problem-Solving Training

Training Delivery: Considerations

Nature of training Subject matter Number of trainees Individual vs. team Self-paced vs. guided Training resources Costs Geographic locations

Time allotted
Completion timeline

Internal Training
Informal Training
Training that occurs through interactions and

feedback among employees.

On-the-Job Training (OJT) Job Instruction Apprenticeship & Coaching Job Rotation Committee Assignment

On-the -Job Training

Problems with OJT

Poorly-qualified or indifferent trainers Disruption of regular work

Bad or incorrect habits are passed on

Off-the -Job Training

Classroom Lectures Simulation Exercises

1. Case Exercises
2. Experiential Exercises 3. Computer modeling 4. Vestibule Training 5 Role Playing 6. Business games 7. Incident method 8.In-basket method Programme Instruction

 Sensitivity Training Transactional analysis Conferences.

External Training
Reasons for External Training
May be less expensive to outsource training Insufficient time to develop training Lack of expertise Advantages of interacting with outsiders

E-Learning: Training Online

External Training: E-Learning

E-Learning: Training Online
The using the Internet or an organizational intranet

to conduct training online.

Criteria for adopting e-learning:
Sufficient top management support and funding Accepting the idea of decentralized and

individualized training Current training methods not meeting needs Computer literacy and access to computers Time and travel cost concerns for trainees The number and self-motivation of trainees